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Mathematics

Mathematics in the world around us

Educator section

Memorandum

Critical and developmental outcomes:

The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment and the health of others;

6. demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation;

7. reflect on and explore a variety of strategies to learn more effectively;

8. participate as responsible citizens in the life of local, national, and global communities;

9. be culturally and aesthetically sensitive across a range of social contexts;

10. explore education and career opportunities; and

develop entrepreneurial opportunities.

MODULE 1

Critical and developmental outcomes: Pages:
CO 1 E-4, 10, 11, 14, 18, 19, 20, 21, 24
CO 2 E-1, E-5, 15, 25
CO 3 3, 4, E-2, 16, 17
CO 4 5
CO 5 1, 7, 8, 9, 12,13, 22
CO 6 28
CO 7 5, 6, 27, 28, 29
CO 8 26, E-9
  • Integration of Themes: Friends
  • Inclusively: Although we are all unique, we share many similarities; appearance, sport, education etc.
  • Social Justice: Friends and their expected behaviour towards one another.
  • A healthy environment: This is our responsibility – what can we do about keeping our environment healthy?

Educators page

Look at the shapes around you.

  • What does the window look like? (Learner describes the shape of the window.)
  • Who can draw the shape of the window?

How many sides?

How many corners?

  • This shape is called a rectangle.
  • Teacher does the same with circles, triangles and squares.
  • Let them discuss each shape; what its characteristic is and what each one is called.
  • Ask learners to bring things, e.g. boxes, containers, objects, bottles, etc.,to school.
  • Let learners sort them according to their shapes and identify these shapes.
  • Discuss their shapes.
LO 3.1 LO 3.2

Leaner section

Content

Activity: number puzzles [lo 1.9, lo 1.11, lo 3.1, lo 3.2]

  • Complete:
  • Use your own numbers in and and
LO 1.9

On the board.

  • Look again at A:
  • Are they true number sentences?
  • Now look at B:
  • How are the sums in A and B different?
  • Which two numbers can be subtracted from the 7 to make the number sentences true? Yes, the ones in a ▲ and a ■ .
  • Try these.
  • Now
LO 1.9

More number puzzles

  • Complete:
  • Use your own numbers in ● and ▲ and ■ .
  • Check and see whether you have written a true number sentence.
  • Explain how you checked your sum.
LO 1.9 LO 1.11
  • Sally and Des do their sums like this. Can you?
  • Who do you think is right? Why?
  • Help Des to do these sums.

  • I found them: ...
  • Choose one and colour it.
LO 1.9

Assessment

Learning Outcome 1: The learner will be able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate and check with competence and confidence in solving problems.

Assessment Standard 1.9: We know this when the learner performs mental calculations involving:

1.9.1 addition and subtraction for numbers to at least 20;

1.9.2 multiplication of whole numbers with solutions to at least 20;

Assessment Standard 1.11: We know this when the learner explains own solutions to problems.

Learning Outcome 3: The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two-dimensional shapes and three-dimensional objects in the school environment and in pictures, including:

3.1.1 boxes (prisms), balls (spheres) and cylinders;

3.1.2 triangles, squares and rectangles;

  • circles.

Assessment Standard 3.2: We know this when the learner describes, sorts and compares two-dimensional shapes and three-dimensional objects in pictures and the environment according to:

3.2.1 size;

3.2.2 objects that roll or slide.

Questions & Answers

Is there any normative that regulates the use of silver nanoparticles?
Damian Reply
what king of growth are you checking .?
Renato
What fields keep nano created devices from performing or assimulating ? Magnetic fields ? Are do they assimilate ?
Stoney Reply
why we need to study biomolecules, molecular biology in nanotechnology?
Adin Reply
?
Kyle
yes I'm doing my masters in nanotechnology, we are being studying all these domains as well..
Adin
why?
Adin
what school?
Kyle
biomolecules are e building blocks of every organics and inorganic materials.
Joe
anyone know any internet site where one can find nanotechnology papers?
Damian Reply
research.net
kanaga
sciencedirect big data base
Ernesto
Introduction about quantum dots in nanotechnology
Praveena Reply
what does nano mean?
Anassong Reply
nano basically means 10^(-9). nanometer is a unit to measure length.
Bharti
do you think it's worthwhile in the long term to study the effects and possibilities of nanotechnology on viral treatment?
Damian Reply
absolutely yes
Daniel
how to know photocatalytic properties of tio2 nanoparticles...what to do now
Akash Reply
it is a goid question and i want to know the answer as well
Maciej
characteristics of micro business
Abigail
for teaching engĺish at school how nano technology help us
Anassong
Do somebody tell me a best nano engineering book for beginners?
s. Reply
there is no specific books for beginners but there is book called principle of nanotechnology
NANO
what is fullerene does it is used to make bukky balls
Devang Reply
are you nano engineer ?
s.
fullerene is a bucky ball aka Carbon 60 molecule. It was name by the architect Fuller. He design the geodesic dome. it resembles a soccer ball.
Tarell
what is the actual application of fullerenes nowadays?
Damian
That is a great question Damian. best way to answer that question is to Google it. there are hundreds of applications for buck minister fullerenes, from medical to aerospace. you can also find plenty of research papers that will give you great detail on the potential applications of fullerenes.
Tarell
what is the Synthesis, properties,and applications of carbon nano chemistry
Abhijith Reply
Mostly, they use nano carbon for electronics and for materials to be strengthened.
Virgil
is Bucky paper clear?
CYNTHIA
carbon nanotubes has various application in fuel cells membrane, current research on cancer drug,and in electronics MEMS and NEMS etc
NANO
so some one know about replacing silicon atom with phosphorous in semiconductors device?
s. Reply
Yeah, it is a pain to say the least. You basically have to heat the substarte up to around 1000 degrees celcius then pass phosphene gas over top of it, which is explosive and toxic by the way, under very low pressure.
Harper
Do you know which machine is used to that process?
s.
how to fabricate graphene ink ?
SUYASH Reply
for screen printed electrodes ?
SUYASH
What is lattice structure?
s. Reply
of graphene you mean?
Ebrahim
or in general
Ebrahim
in general
s.
Graphene has a hexagonal structure
tahir
On having this app for quite a bit time, Haven't realised there's a chat room in it.
Cied
what is biological synthesis of nanoparticles
Sanket Reply
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Source:  OpenStax, Mathematics grade 2. OpenStax CNX. Oct 15, 2009 Download for free at http://cnx.org/content/col11131/1.1
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